The Effectiveness of Using Paraphrasing Strategies on Research Writing: Turnitin … · 2020-06-12 · Research Writing: Turnitin Model Yusra Mohammed Abdullah * Dhea Mizhir Krebt

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(2015 مارس – يناير عدد) 46 حوليات آداب عني مشس اجمللد

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جامعة عني مشس داباآل كلية (دورية علمية حملمة)

The Effectiveness of Using Paraphrasing Strategies on

Research Writing: Turnitin Model

Yusra Mohammed Abdullah *

Dhea Mizhir Krebt **

University of Baghdad, Quality Insurance Unit

University of Baghdad, College of Education Ibn Rushd

Abstract:

The revolution in technology made students plagiarize others’ work

and submit it as their own. The aim of this study is to find the effectiveness

of teaching paraphrasing strategies in reducing students’ plagiarism in

university of Baghdad. The Sample of the study is randomly chosen out

ofeighty,fourth year college students.The materials were taught within eight

weeks of instruction about paraphrasing strategies.Results represent that

treating the experimental group with paraphrasing strategies have resulted in

expanding the range of avoiding plagiarism in the post-test. Moreover, the

findings showed that plagiarism is a problem for the studentsat a college

level and their assignment submitted during the course of study includes a

material that was copied from other sources without mentioning the source.

Keywords: paraphrasing strategies, plagiarism, Turnitin program, Research,

college students.

.7102جامعة عني مشس -مجيع حقوق الطبع والنشر حمفوظة حلولية كلية اآلداب ©

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(2015 مارس – ينايرعدد ) 46 اجمللد -حوليات آداب عني مشس

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1. Introduction:

One of the most important problem in higher education across the

world is plagiarism. Gullifer and Tyson (2010) state that “Plagiarism is

perceived to be a growing problem and universities are being required to

devote more time and resources to combating it” (p.463). The rapid growing

of technology made students plagiarizeothers’work and submit it as their

own.Suchcheatingbehavior of students in higher education level like

investigation institutions and colleges is getting a great concernnowadays in

the time of the technology (Eret & Ok, 2014).

Thompsett & Ahluwalia (2010) explains that the findings of wide

using of plagiarism among college students, and colleges in many countries

have been using technologies to avoid and minimize behavior of plagiarism.

Still some universities and institutions are not using software for checking

plagiarism and depend only on the teacher’s experience to decide on such an

important issue despite the revolution in technology for checking

plagiarism. Such problem in developing countries is huge because most of

assignments, graduation studies, thesis, and dissertation containlarge

percentage of plagiarism. Experience of marking students’ assignments and

members of committee of avoiding plagiarism in College of Education Ibn

Rushd motivated to conducting such a study in order to investigate the main

reasons of plagiarism among college students because students practice

submittingtheir assignments or part thesis/dissertations proposals to

plagiarism has been growing. The availability of software to detect

plagiarism via internet helped and motivated student the practice of avoid

such behavior.

Oxford Dictionary concisely defines the verb Plagiarize as “take (the

work or an idea of someone else) and pass it off as one’s own” (Pearsall,

2002: 962). While University of Sussex (2005) defines plagiarism as “using

or copying the work of others (whether written, printed or in any other

form) without proper acknowledgement in any coursework” (p. 5). These

definitions argue that plagiarism is stealing the work of someone else

without mention inthe owner and neglecting the right of ownership or

without acknowledging the authorship. Manyresearchers as (Borg, 2009;

Sutton, Taylor, & Johnston, 2014; Eret & Ok, 2014)regard such behavior as

academic fraud or an intentional deceiving and getting marks, credits or

rewardsfor other’s work.Plagiarism is also showed as “type of academic

dishonesty, is often conceived as fraudulent behavior that diminishes the

intellectual property of the original author and rewards plagiarists for their

work” (Gullifer & Tyson, 2010: 463).

Some other scholars consider plagiarism from legal point of view, and

consider it as “an act of theft of the individual ownership of intellectual

work” (Gullifer & Tyson, 2010: 463); alsothey add that plagiarism

“regarded as a violation of intellectual property rights that are protected by

copyright laws”(Betts, Bostock, Elder, & Trueman, 2012: 71)and has both

Yusra Mohammed Abdullah

Dhea Mizhir Krebt The Effectiveness of Using Paraphrasing Strategies

on Research Writing: Turnitin Model

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ethical and legal problems (Shahabuddin, 2009). Furthermore,

researchersshow plagiarism as “a moral and ethical offense rather than a

legal one since some instances of plagiarism fall outside the scope of

copyright infringement, a legal offense”(Nicholls & Feal, 2009: 52). Still

more cases are reported over the world of plagiarism in spite of availability

of software for detecting plagiarism, and we witnessed and increasing of

such behavior. The challenge in Iraq is that according to the previous studies

only 30% of students’ assignments, thesis or dissertations published on

internet which make it difficult task to specify the source where students

had copied the work. So, the present study has two aims they are: finding

out the effectiveness of teaching paraphrasing strategies in reducing

students’ plagiarism, and finding out why Iraqi EFL students tend to

plagiarize.

2. Literature Review:

2.1 Factors of Students’ Plagiarism:

Literature reports many factors that encourage studentsto plagiarize in

college level. Gullifer and Tyson (2010) notice that the factorsof students

plagiarism are:shortage of time to study; fear of failure perceived between

actual grade and student’s personal effort; student studying so many

courses that results to a lot of work per semester; a believe that student will

not caught because lecturers do not have time to read extensively the

assignments because of work pressure; motivation of doing well of getting

good grade; student feeling of alienation by colleagues; and student

individual factors such as age, grade average point, gender and others(p

465). This in the same line with Betts et, al,. (2012) who also found similar

factors for student plagiarism with adding other factors of plagiarism

behavior. These include: first, lack of orientation on ethics of academia

when students are not well integrated in the academic community culture in

particular; second, study time of student who have part-time job; third, the

pressure of parents to perform well; and the academic dishonest of lecturers

when they want to punish students and make students reply on lectures of

good students.In fact, dealing with plagiarism demand legal framework

which is installed incollege honor rules and plagiarism policies, and these

should give penalties for dishonest and infringements.

2.2 Forms and Types of Students’ Plagiarism:

Plagiarism can by classified into six main forms according to (Ali et

al., 2011; Barnbaum, 2006; Clough, 2003). These forms are:

• Copy and paste plagiarism: literary coping the text from the source

without knowledge of the original authors using a quotation marks;

• Plagiarism of word switching:where students take sentence or paragraph

from the source and change some words without knowledge of the

author;


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• • Style plagiarism: coping another authors style of reasoning by

following the same order of sentence organization of your ideas;

• Metaphor plagiarism: this occurred when someone uses creative styles of

writing of someone else to introduce his/her thoughts neglecting the

original author;

• Idea plagiarism: take someone’s thoughts or solution suggested by

another person and using it as their own creativity without crediting the

author; and

• Plagiarism of authorship: this is a form of plagiarism where student

directly put his/her name on someone else work (Ali et al., 2011;

Barnbaum, 2006; Clough, 2003).

Four types of plagiarism are suggested by Nicholls and Feal (2009).

First submitting assignment or paper written by someone else as his/her own

work; second, poor paraphrasing or repeated words; third, collecting parts of

someone writing without a permeation; and finally, paraphrasing someone

presenting or arguments by applying his/her line of thoughtsregardless the

source(Nicholls &Feal, 2009). Turnitin (2012) in recent study reported ten

forms of plagiarism behavior conducted by students:

• Clone: an act of submitting another’s work, word-for-word, as one’s

own;

• CTRL-C: a written parts that contains significant amount of text from

one source without alterations;

• Find–replace: replacing keywords and sentences but retaining the main

content of the source in a paper;

• Remix: paraphrasing from other sources and changing the content to be

fit assignment;

• Recycle: taking or borrowing large amount of thoughts from one’s own

previous work without citation;

• Hybrid: the act of collecting and combining paragraphs perfectly without

mentioning to the source;

• Mashu: a type of paper that includes a variety of copied materials from

several different sources without proper citation;

• • 404 error: the paper includes some information or ideas that inaccurate

about the source;

• Aggregator: the “aggregator” means no original work with proper

citation; and

• Re-Tweet: This paper includes proper citation, but relies too closely on

the text’s original wording and/or structure(Turnitin, 2012: 4).

To sum up, no agreement among researchers in literature on the forms

and types of plagiarism, some literally agree that plagiarism is a behaviorof

taking someone ideas, work, art as their own without mentioning the

original source or author. However, previous studiesshow that there is a

mutualblame between faculty members and students on act of plagiarism.

So, we suggest instead of using blame game, studies should try to address




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the problems of plagiarism and how to avoid it, rather than just

blame.Future research should focus on the way of addressing the problems

of plagiarism and how to treat such behavior.

2.3 Avoiding Plagiarism:

There are three sources of purposive plagiarism that can be noticed:

confusion about how to paraphrase, not certain about when and how to cite

sources, and laziness in citingideas and taking materials from internet.

When studentsdownloadthoughts and ideas from other researchers’

work, they must include the sources of their information. Majority

ofresearchesknow that they must cite the sources of direct quotations.

However, students sometimes think that the only way they need to cite is by

using direct questions. In fact, “borrowing” thoughts from other researchers

without using a proper citationcan be consider as a type of plagiarism and

should pay attention to every word. Therefore, students must

supportdocumentation for all information taken from another source, even

when they have summarized or paraphrased the materials. In

addition,students must also documenttheir sources when they use other

writers’ explanation of a historical event or text. In short, students should

remember that any time that they use information taken from another

person’s work, adopt someone else’s interpretation, or build on another

writer’s ideas, they must mention to the source. By doing such

documentation, readers would distinguish between writer’s ideas and those

of others (Rampolla; 2004).

So, it is recommend that student should read more about their topics

because the more they read about their subject, the easier it will be for them

to distinguish common knowledge from information that needs a citation.

When in doubt, however, it is better to be safe and cite the source.

3. Methods:

3.1 Participants:

The sample of the current study is80 Iraqi EFL college students in

University of Baghdad, College of Education/Ibn-Rushd, fourth stage. Two

groups of 40 each were randomly distributed to an experimental and a

control group. Students taught paraphrasing strategies and how to use

Turnitinprogram for detecting plagiarism while writing graduation research.

3.2Validity and Reliability

In order to get face and content validity as well as authenticity validity

of both tests, the pre and posttests have been exposed to the jury members1.

Some recommendations and modifications are proposed by the jury

members and they considered in the final version of the tests.

Since the scoring of the test done by Turnitin program, the present study

used some aspects to increase the reliability of the test: Firstly, the

researchershavechecked the test. Secondly, another teacher2checked the test.

Reliability coefficient is obtained by comparing the score of two teachers


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(both the researcher’s score and the second rater by checking the answers in

Turnitin program). The correlation is found to be (0.978) which means a

highly stable coefficient.

3.3 The Pilot Administration of the Test

A test cannot take its final form before it is tried out, so a pilot

administration of the posttest was occurred on March 23rd

2017. Eighty

students which represent the whole population of the studentsparticipated in

the test. The main reason for conducting pilot administration of the test is to

support the researchers to check the clarity of the items of the test; and

calculate the time needed for answering the questions, which appeared to

take between 40-45 minutes for the whole test. In addition this, it is used to

check the reliability of the test and the practicality of the test in general.

3.4 The Pre-Test

The pretest was conducted on the April 2nd

2017. The pretest was

conducted on the sample of the study for both groups. The

researchersthemselves tested the sample of the study and theyused the anti-

plagiarism program Turnitin to measure the percentage of plagiarism, if the

total percentage plagiarism 20% or more, it would consider an acceptable

according to Ministry of Higher Education and Research in Iraq. The

duration of time needed for completing the question was between 35-4

minutes. The purpose behind conducting the pretest, is to compare the

students’ achievement scores in the pretest with that of the same students in

the post test.The materials were four passages 600 words each taking from

different branches of study such as: literature, linguistic and methods of

teaching English.

3.5 The Post-Test:

Posttest was conducted at the end of the teaching period, both

students of experimental and control groups had the exam on the May 28th

2017. The same testing procedures were followed in conducting the pretest.

The researchers conducted the pilot test, pretest and the posttest under the

same conditions. The materials were also six passages 600 words each

taking from different branches such as: literature, linguistic and methods of

teaching English.

3.6 Materials:

The materials of the current study consisting of four types;materials

for pre-test,materials for the treatment (eight paraphrasing strategies),

andmaterials for the post-test. The students of two groups underwent

instruction for eight weeks. The participants came together to attend their

course in writing graduation research once a week for about 55 minutes.

However, during the eight-week period of this study, about 45 minutes was

especially devoted to teach paraphrasing strategies. During the first session

and prior to the instruction, the participants were presented with a text of

approximately 600 words and were invited to summarize that text within 45

minutes into approximately 200 words. When the summary writing activity




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was completed, the researchers provided the students with an outline of

what would be practiced in the course of this study. This outline included

the significance of avoiding plagiarism in research writing in academic

context and why plagiarism should be avoided in the process of summary

writing. After this preparatory movement, for the following seven weeks,

the students learned different paraphrasing strategies through explicit

teaching and modeling and came to know about the negative consequences

of plagiarism. All the strategies were instructed explicitly and later practiced

through modeling and different examples in each 45-minute session. In

other words, during the first two sessions all the strategies were instructed

explicitly, and the following sessions were devoted to practicing them

through modeling and different examples because using paraphrasing

strategies is not a sole process, but it is an integrated process, when we try to

paraphrase, we use all of these strategies altogether. However, after the

treatment during the lessons, the participants were asked to paraphrasesix

texts of approximately 400 words in 50 minutes. In the process of

paraphrasing, they were allowed to make use of their dictionaries.

Finally, the materials for posttest consisting of paraphrasing six

passages and students’ performance in the pre and posttests were scored

depending on Turnitin program.

4. The Procedures

The current study used exercises to teaching students how to reducing

plagiarism, below are five samples of exercises, these exercises come from

both researchers classroom practice.

There are two things should be clarified before mentioningto

exercises, first, the type ofpracticing texts were simple, the main reason for

that is we want students to read and practicing academic challenges, that’s

fine for later, butinstructing them the strategies of paraphrasing from

research writing and giving suitable marks, make the reading material easy

to save time and energy struggling with that. Teaching students the proper

writing skills and the correct way of citation can make students equipped

with skills needed to write a correct research. Second point, exercises should

do together in class. The skills are compound and usuallydemand a decision

to determine if they have been done correctly. For every exercise, a

feedback is very important for students. The exercises are:

Exercise 1: Recognizing Plagiarism:

The time allocated for this exercise is 20-25 minutes, students have an

incomplete comprehension of the issue of plagiarism. This exercise implies

the principleof strategy instruction by representing examples of “yes” and

“no” to help themunderstand their definition of a principle.

1. Students read a short, simple text of 500-800 words, on a somewhat

familiar topic from their syllabus.

https://www.cultofpedagogy.com/concept-attainment/


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2. Presentingsamples of student writing based on that text, the samples

consist of both types with plagiarism and without plagiarism. For each

one, students should decide which one represents plagiarism or not.

Sometimes explaining to groups if possible. After each example, telling

them if they are correct or not, and explaining why.

3. Finally, theyreach to the level where they can identify most of examples

correctly as “plagiarism” or “not plagiarism.”

Exercise 2: Summarizing The time allocated for this exercise is 25-23 minutes.When students

know what plagiarism looks like, they practice putting the information they

learn from texts into their own words. Here a full-length summary is not

subjected to discussion; the strategies of paraphrasing can be practiced in

smaller bursts, and it isvery necessary for writing during the process of

research writing. Students need first to read about the subject and then

comprehend it, then clarify what they understood in their own language. In

the context of plagiarism, that strategy is called as summarization.

Here’s the process to teach:

1. Choosing a 1-2 paragraph section of a text andread it many times to make

sure student understand it.

2. Cover theparagraph (or close their screen, if reading it on screen), then

giving minutes to think about what the paragraphdiscussing.

3. Next, asking students to explain what he/she leaned from the paragraph

in their own words.

4. Make students write some sentences to summarize that information of

paragraph without looking back at the original text. The summary should

not be like the source.

5. After writingthe summary, checking the original source to make sure the

summary is correct and that key terms are spelled correctly.

6. Eventually, making sure givingmarks to the source for this information.

(Showing students a few different sentence stems so they have options

for building their sentence, e.g., “According to…” “In her article, _____

says…”)

This process tell students the importance of producing different

version from original one when composing. After doing part of the exercise,

students should study the paragraphs and make peer evaluate of each other

for plagiarism.Taking a look at how other students summarized the same

idea will help them see many possibilities.

Exercise 3: Paraphrasing The time allocated for this exercise is 20-25 minutes, explaining to

students that there is a slit difference between summarizing and

paraphrasing. Each one needs to be treated a little differently. When

summarizing, we should combinemany of information and producing in

their own words. When students paraphrase, they are taking a more specific,




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specialthoughts from one author and using similar but should not be the

same style and language.

For this lesson the steps are:

1. Reading a section of a text (like the avocado article mentioned above).

2. Showing a specific idea and show them how to paraphrase it and give

marks to the author. Pointingto students some different sentence stems so

they have more options for producing their sentence (“According to…”

“In her article, _____ says…”)

3. Make students employ the same strategy with a different passage,

checking their answers with each other, then reviewing it with the class.

Exercise 4: Using Direct Quotes The time allocated for this exercise is 20-25 minutes.It is the next step

up from paraphrasing by using some of the same words taken from the

source. This could help students comprehend that it is okay to copy

someone else’s exact words into their work is when they put those words in

quotes and give them credit for them. For this exercise, usingthe sametypes

as in exercises two and three to represent to students the process of using

quotationin a sentence or phrase from the original text, this can be occur by

using some of the same sentence stems from exercise three.

Exercise 5: Using a Formal Citation Style The time allocated for this exercise is 30-40 minutes, at the college

level. Students are expected to followone of the citation styles like (MLA or

APA) while writing papers, so students should choose the suitable style in

text uses most frequently and teach students the rules.

Giving students three to four samples to be used as source of practice.

Students should stick with simple, predictable items that looks like the

types of subjects students mayface in their own research.

Starting with the references list at the end of the paper (or Works Cited, if

doing MLA) because many students already be somewhat familiar with

the concept of a bibliography, so this is a logical jump. Also, when we do

in-text citations later, those citations will actually refer to something,

since the references will already be listed at the end.

After building the references list, representing to the students how to

modify the author mentions they already made in exercises three and four

so they match the in-text citation format of chosen style.

Doing all of this should be slowly, with an enough time for students to

check their work with you and with each other.

Throwing two new resources at them such as a book and an online article

and see if they can repeat the process: First they build a reference list,

then then paraphrase something from each one and do an in-text citation

for each.


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The next step after this exercise would be to have students actually do a

bit of research and write their own essay or extended response with a

reference list and in-text citation.

5. Results:

The information of the present study are analyzed by applying the

following statistical methods: a t-value (t-test) was calculated between the

post-test scores in the two groups (experimental and control) of students to

show the effectiveness of the aim the study.

The mean scores of the two groups have been compared; where the

mean score of the experimental group is 15.27, while the mean score of the

control group is 6.36. This indicates that there is a significant difference in

the total scores of post-test between the experimental and control groups in

a favor of the experimental group. This confirms that the experimental

group is better than the control group (see table 1).

Table (1)

The Total Scores of the Post-Test

Group No. X SD DF Computed

t-value

Tabulated

t–value

Level of

significance

Exp. 40 15.27 7.31

102 3.50 1.99 0.05

Cont. 40 6.36 5.54

Table two shows the results of two ANOVA coefficients calculated

separately between the pre-test and the post-test of the experimental and the

control group of the study. This means that the pre-test and the post-test

scores in the control group are close to each other when compared to those

in the experimental group, which represents that treating the experimental

group with paraphrasing strategieshave resulted in expanding the range of

avoiding plagiarism scores in the post-test.

Table (2)

The Covariance Matrix between the Pre-test and the Post-test scores of

the Experimental and the Control Group

Group Covariance

Experimental 1.17

Control 2.09

It is obvious that students’ performance in research writing improved

with experimental group more than control groups. It may be clear fact to

obtain this result because paraphrasing strategiesask students to practice

anti-pluralism more than just copying of other’s idea.




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Results from the present study also indicate that the initial average

plagiarism percentage among students before the introduction of Turnitin

was 86.4% (as shown in pretest after checking in Turnitin). This percentage

is higher than what has been reported in most studies, which indicate an

underlying plagiarism rate of college students between 17% and 20%

(Weinstein & Dobkin, 2002). This indicates that plagiarism in Iraqi EFL

college students is indeed an issue of concern that needs to be seriously

addressed.

The present study showed that after Turnitin program was introduced

to the students, their plagiarism level dropped by 65%. It is worth

mentioning that plagiarism did not fullyavoided even after students knew

that their papers would be checked byTurnitin software.Moreover, the

program hadan importeffect onminimizing the high percentageof plagiarism

in which students had in their researches directly from the Internet. When

asked students why you still depend on plagiarismin spite of they knew that

their papers will be checked through the software, 80% of the students

answered that they minimize the quantity of material plagiarized from the

internet and follow blind copyof small portions into their research, they

believed that the low level scale of cheating is ok and they could still get

away with that. This indicates that using software alone cannot stop the

problem of plagiarism even when the students’ learning environment was

altered by using the software, a clear sign that software alone cannot stop

this problem. There is need to have other steps in place that would make

plagiarizing undesirable.

6. Discussion

The results of the current study show that the adopted treatment

affected the outcomes; thus, it can be noticed that employing strategies

ofparaphrasingin classcan improve and help the Iraqi EFL students’

awareness of plagiarism, and the impact provided by Turnitin software in

present study absolutely comes as no surprise. The low percentageof

plagiarismappear in the experimental class was possibly because students

were afraid of being caught by Turnitin program. Thus they cannot copy of

another’s ideas should be avoided,Turnitin program isproviding a useful

service.Accordingly, university of Baghdad administrators suggestedto use

Turnitin program or other anti-plagiarism services to ensure that all

users,both students and instructors, understand that matching text

percentages are simply rough indicators, rather than definitiveconclusions

about the range of plagiarism within a content. It is worth mentioning that a

clear instructions or guidelines need to bedisseminated concerning what

exactly constitutes plagiarism and how it can be avoided. Conducting such

studies is very important to avoid plagiarism. Also we should say that

Turnitin program become a tool for student manipulation which is in the

contrary of a useful program for established academic rules and values.


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Theoutcomes suggest that we need more attention and teachingto

avoid plagiarism for non-native English students (EFL students). The

positive aspect in the results of the current study show that the IraqiEFL

students may have reduced their tendencies to plagiarize whenpresented

with an instrument of the present study (Turnitin program) that improved

their comprehension and awareness of potential problems with their writing.

The proposedtool (Turnitin program), coupled with instruction in classes

that addresses citation rules.

In order to address the issue of citation and plagiarism suitably, it is

very significant to address the reasons why students plagiarize in the first

place. One of these reasons as to why students plagiarize is that some

students lack of knowledge and skill which means that a most of students

mentioned that the primary reason why students plagiarize is carless and

laziness. Only 12.3% cited lack of skill as the reason for plagiarizing. Foss

and Lathrop (2000) state thatlack of ethical responsibility of some students

lead them to plagiarize and don not respect work of other people. We can

say that problem of plagiarism is not the main problem when students know

how to write correctly, and still plagiarize, but is a symptom of a larger

problem, in such case the students’ lack of responsibility towards their

learning. Therefore, the focus should not only be in identifying and

punishing plagiarism, but more effort and attention to face such issue of

student’s tendency towards their learning. The colleges can install all the

necessary actions in place to highlightthe issue of plagiarism; anyway, when

students do not understandthat the need to work very hard and get their

degrees honestly, it will be very difficult to prevent plagiarism. Using

software programs could help to frighten students from plagiarizing, and

installing sense of responsibility towards their learning would not be

helpful. This is the reason why some teachers say that they welcome using

software like but just to help students focusing on plagiarism, and lead to a

quick fix of underlying problem of why students plagiarize in the first place.

Students in thepresent study found that ittending to plagiarize because

teachers give the same assignments and subjectsyear after year, which

means teachers have an important role in student’s plagiarism. The type of

assignments given to students is also very important. Teachers need to givea

type of assignments that are difficult to plagiarism by askingassignment that

demandsstudents to apply knowledge they have got to a certain situation

instead of just stating it.

In general most teacherspreferred toapply of Turnitin program because

they think it was very helpful in specifying plagiarism quickly. This is in the

contrary with students who complain that plagiarism cases at the colleges

are not taken seriously, such tendency make students engage in the behavior

of plagiarism. This shows that the behavior of plagiarism is acquired

through imitating older colleagues and friends who successfully advance in




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their academic levelvery easily without facing any consequences from

plagiarism.

7. Recommendations:

It is highly recommended that the colleges should find a way to face

such serious issue of plagiarism among students, and raise awareness that

students should get their degree honestly. Students should know that they

should have knowledge and right skill during the academic study and also

they would face difficulty in find suitable job without such skills because

the world has become very competitive.Regarding the use of Turnitin

program in preventing plagiarism, students who participated in the present

study suggested its continued use to identify plagiarism. The software

should be used as a supplementary measure to ensure that students stay on

course and do not depend on cheating. Standler (2000) stresseson the

importance of having available to professors tools for detecting plagiarism.

Leland (2002) shows that the way we approach the issue of plagiarism with

our students is very critical. He says that if the case is showed as

aninstructionlike “Do not plagiarize” then students will do it to the many

other rules that are in college. Therefore, Leland recommends that

plagiarism should be presented as an issue for use of intellectual property.

To sum up:

- Students must punished from the college and taking legal actions against

them.

- Establish a unit of plagiarism prevention detection in each department to

deal with plagiarized work.

- Teaching plans should carefully panned by teachers and balanced enough

to encourage students in learning and being honest in solving the

problem.

- More time should be spent by teachers in preparing different types of

assignments and homework to prevent students get ready made

assignments/ homework, etc.

- A specific steps to follow should be clear by teachers for their studentsto

follow providing a guideline to help students in solve their problems

when they write their graduation research, thesis and dissertations.

- Announcing names of students who committed the plagiarism and

punishment awarded publicly on the notice board and website.

- In case of plagiarism detection in theses or dissertations, the degree may

be revoked and legal actions can be taken.

In countries like Iraq, there is a need to teach the teachers courses

beyond his/her areas of specialization. In this case, due to limited tacit

knowledge and time constraints, teachers may also plagiarize in preparing

teaching their materials. Building comprehension and knowledge is the only

way to helpteachers involving in taking such courses and giving enough

time in building tacit knowledge.


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الملخص Turnitin: برنامج االبحاثاثر استخدام ستراتيجيات اعادة الصياغة في كتابة

انموذجا سرى محمد عبدهللاي

ضياء مزهر خريبط

الكلمات المفتاحية:Turnitin

1 Jury members are:

1- ProfKhiriy, Fatin Ph.D.

2- Asst Prof. Abduljabar, Efad Ph.D. 2 Hasen, Moahmmed. A college teacher with more than 10 years of experience in many

Iraqi Colleges.

8. References: - Ali, A. M. E. T., Abdulla, H. M. D., & Sn´aˇsel, V. (2011). Overview and comparison

of plagiarism detection tools. 161–172. [Online] Available: http://ceur-ws.org/Vol-

706/poster22.pdf (20th December, 2014).

- Barnbaum, C. (2006). A student's guide to recognizing it and avoiding it. [Online]

Available: http://ww2.valdosta.edu/~cbarnbau/personal/teaching_MISC/plagiarism.htm

(15th February 2015).

- Batane, T. (2010). Turning to turnitin to fight plagiarism among university students.

Journal of Educational Technology & Society, 13 (2), 1-12.

- Betts, L. R., Bostock, S. J., Elder, T. J., & Trueman, M. (2012). Encouraging good

writing practice in first-year Psychology students: An intervention using Turnitin.

Psychology Teaching Review, 18(2), 74-81.

- Borg, E. (2009). Local plagiarisms. Assessment and Evaluation in Higher Education,

34(4), 415-426. doi: 10.1080/02602930802075115.




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- Clough, P. (2003). Old and new challenges in automatic plagiarism detection. [Online]

Avaiable: http://ir.shef.ac.uk/cloughie/papers/pas_plagiarism.pdf (11th January 2015).

- Eret, E., & Ok, A. (2014). Internet plagiarism in higher education: tendencies, triggering

factors and reasons among teacher candidates. Assessment & Evaluation in Higher

Education, 39(8), 1002-1016. doi: 10.1080/02602938.2014.880776.

- Gullifer, J., & Tyson, G. A. (2010). Exploring university students' perceptions of

plagiarism: A focus group study. Studies in Higher Education, 35(4), 463-481. doi:

10.1080/03075070903096508.

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Englewood, CO: Libraries Unlimited.

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http://www.wiu.edu/users/mfbhl/wiu/ plagiarism.htm

- Nicholls, D. G., & Feal, R. G. (2009). MLA handbook for writers of research papers (7

ed.). New York: Modern Language Association of America.

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University Press.

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edition. Bedford /

St. Marin’s bedfordstmartins.com. New York, Boston,pg. 70- 76.

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Learning in Higher Education, 21(3), 353-359.

- Standler, R. (2000). Plagiarism in colleges in USA. Retrieved June 5, 2007, from

http://www.rbs2.com/plag.htm

- Thompsett, A., & Ahluwalia, J. (2010). Students turned off by turnitin? Perception of

plagiarism and collusion by undergraduate bioscience students. Bioscience Education,

16(3), 1-15.

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plagiarism.

file:///C:/Users/IBM/Downloads/Turnitin_WhitePaper_Plagiarism_Spectrum.pdf.

- University of Sussex. (2005). Plagiarism and how to avoid it. [Online]

Available:https://www.essex.ac.uk/myskills/Plagiarism_and_how_to_avoid_it.pdf (25th

April 2015).

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Estimating Internet plagiarism rates and testing a means of deterrence. Retrieved May

3, 2006 from the World Wide Web: http://webdisk.berkeley.edu/~Weinstein/Weinstein-

JobMarketPaper.pdf.

http://ir.shef.ac.uk/cloughie/papers/pas_plagiarism

http://webdisk.berkeley.edu/~Weinstein/Weinstein-JobMarketPaper.PDF

http://webdisk.berkeley.edu/~Weinstein/Weinstein-JobMarketPaper.PDF

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